CALL FOR PAPERS
CHILDREN'S RIGHTS and CHILDREN'S LITERATURE
Special Issue of The Lion and the Unicorn
Lara Saguisag, College of Staten Island-City University of New York
Matthew B. Prickett, Rutgers University-Camden
We are seeking papers that investigate the intersections between the histories, theories, and practices of children's rights and children's literature. In response to the ratification of the United Nation's Convention on the Rights of the Child (UN-CRC) in 1989, advocates and scholars have debated the necessity and revealed the complexity of defining and implementing children's rights across the globe. Critical discourse on children's rights, however, has not yet fully examined the role that children's literature plays in shaping, promoting, implementing and interrogating children's rights. This special issue invites scholars to explore the connections between the institutions of children's rights and children's literature.
Possible topics include, but are not limited to:
Depictions of young people's political and/or economic participation in children's and young adult literature
Literary representations of child soldiers, child laborers, child sex workers and other young people whose rights are deemed violated
The role of children's literature in fulfilling young people's rights (such as the right to education and the right to leisure)
The relationships between charters on human and children's rights (such as the 1930 White House Convention Children's Charter, the 1948 Universal Declaration of Human Rights and the 1989 United Nation's Convention on the Rights of the Child) and twentieth-century children's literature
How historical fiction and non-fiction about other rights movements (women's rights, gay rights, Civil Rights, labor rights, immigrant rights, etc. ) attempt to shape young readers' understanding of rights
U.N.-funded children's books that explicitly promote children's rights
Poverty and children's and young adult literature
Colonialism/Postcolonialism and children’s and young adult literature
Citizenship and children's and young adult literature
Censorship and children's rights
Conflicts between child characters and adult characters over the child's rights and obligations
Essays should be sent to guest editors Lara Saguisag and Matthew B. Prickett at LU.RightsIssue@gmail.com by May 31, 2015. Submissions should be 15-20 pages (4000-6000 words). Accepted articles will appear in issue 40.2 (2016) of The Lion and the Unicorn.
The Philippines' 3rd National Children's Book Awards included a Kids' Choice Award! Five judges, ages 11-13, read picture books published in 2012 and 2013 and picked their top ten favorites. Below are the ten books and the kid judges' citations for the books. I have put their citations in boldface, but have not edited their writing in any other way!
In June, (now former) Education Secretary Michael Gove announced that all primary and secondary schools should promote “British values”. David Cameron said that the plans for values education are likely to have the “overwhelming support” of citizens throughout the UK. Cameron defined these values as “freedom, tolerance, respect for the rule of law, belief in personal and social responsibility and respect for British institutions”. At root, such a policy gets at the emotional conditioning of children. To adhere to a certain ideological conceptualization of “freedom,” to feel “tolerant,” or to be “respectful” (whether of parents, teachers, authorities or institutions), is to act according to implicit feelings of rightness.
Values are never just abstract ideas, but are expressed and experienced through emotions. And they are not ideologically neutral. To stress the education of British values is to put a form of emotional education on the agenda. Though many commentators have pointed out that the broad outlines of such an education already exist in schools, the fear of “extremism”, of the promotion of the “wrong” sort of values, has triggered a vigorous debate. What has largely gone unrecognized in this debate, however, is that it is emphatically not new.
In the nineteenth and early twentieth centuries, politicians and educationalists promoted a new education based on character training and the emotions, precisely to build British citizens who would respect and uphold British institutions. This brand of education was to be accomplished at school, but also at home, and in religious and youth organizations.
Herbert Fisher, the President of the Board of Education who spearheaded the Education Act of 1918, argued that the masses should be educated “to stimulate civic spirit, to promote general culture … and to diffuse a steadier judgement and a better informed opinion through the whole body of the community.” Other educational commentators broadly agreed with this mission. Frederick Gould, a former Board School teacher and author of many books on education argued that “The community cannot afford to let the young people pass out with a merely vague notion that they ought to be good; it must frame its teaching with a decisive and clear vision for family responsibilities, civic and political duties”.
Civic duties – the civic spirit – were to be taught to the extent that they would become ingrained, implicit, felt. This was to be primarily a moral education. Educators stressed character training, linking moral education to British imperialism or nationalism in an unashamedly patriotic spirit. Education reform was to improve future citizens’ productivity and develop national character traits.
Like Gould, educator John Haden Badley stressed the need to teach active citizenship and service. Education on these lines would provide “a deeper understanding of the human values that give to life its real worth”, cultivating and maximizing the potential of a “superior” Britishness. Meanwhile, in a speech in Manchester in 1917, Fisher argued that “the whole future of our race and of our position in the world depends upon the wisdom of the arrangements which we make for education.” He observed, in language strikingly familiar to contemporary political rhetoric, that “we are apt to find that the wrong things are being taught by the wrong people in the wrong way.”
But even in 1917 the rhetoric was clichéd. A generation of commentators before Fisher argued that the civic shortfalls in mass formal education could be fixed by informal education in youth groups and religious organizations and through improved reading matter. Much juvenile and family literature, whether motivated politically or religiously, stressed emotional socialization, especially in the building of morality and character, as critical for national cohesion.
The trouble with visions of national cohesion, as the last century and a half of educational debate bears out, is the difficulty in getting any two parties to agree what that vision looks like. At the turn of the twentieth century all agreed that children mattered. How they were to be educated was important not just to individual children and their families, but equally importantly, to the community and the nation.
Yet some reformers had patriotic aims, others religious; some civic, some imperial; some conservative, others socialist. Many combined some or all of these aims. All, whether explicitly stated or not, wanted to train, instrumentalize and harness children’s emotions. Children’s reading matter, the stories they were told, and the lessons they heard were known to be powerful forces in cultivating the emotions. Hence the high stakes, then and now, on the narratives supplied to children.
Michael Gove, in common with his Victorian forebears, turns to the “great heroes of history” to serve as models of emulation. Back in the early 1900s, Gould thought history “the most vital of all studies for inspiration to conduct.” The study of history is certainly no stranger to being manipulated for didactic ends in order to impart “British values.”
While Gove is only the latest in a long line to link British history, British values and education, there are surely lessons to be learnt from past attempts and past failures to implement this strategy. A generation of boys and young men at the turn of the twentieth century had grown up learning the positive value of patriotic service. In this memorial year, marking a century since the outbreak of the First World War, it seems appropriate to reflect on what values we might want to instil in the young. What feelings do we want them to learn?
Stephanie Olsen is based at the history department, McGill University (Montreal) and the Max Planck Institute for Human Development, Center for the History of Emotions (Berlin). She was previously postdoctoral fellow at the Minda de Gunzburg Center for European Studies at Harvard University. The co-author of Learning How to Feel: Children’s Literature and the History of Emotional Socialization, c. 1870-1970 she is currently working on children’s education and the cultivation of hope in the First World War.
Book: Wild Things! Acts of Mischief in Children's Literature
Authors: Betsy Bird, Julie Danielson, and Peter Sieruta
Age Range: Adult Nonfiction
Wild Things! Acts of Mischief in Children's Literature is an insider's guide to the world of children's books and their creators, written by three well-known children's book bloggers. In the interest of full disclosure, I should note that I have known Betsy Bird and Julie Danielson since my earliest days of blogging. While we've only met face to face a few times, I've read their blogs for years, and been on shared mailing lists and the like. I also read the late Peter Sieruta's blog, though I don't believe I ever had any direct contact with him. So you should consider my discussion of Wild Things! more along the lines of a recommendation than a critical review. I very much enjoyed the book.
Wild Things! reveals the authors' deep affection for and knowledge of the field of children's literature. They discuss everything from the history of subversive children's literature to book banning to the ways that the Harry Potter books have affected the industry. This is the first book I've seen that openly discusses gay and lesbian authors of children's books, and how the outsider status of some of these authors may have affected their work. Like this:
"Unique perspectives yield unique books. It is difficult to be gay and not see the world in a way that is slightly different from that of your straight peers." (Page 54, ARC)
I especially enjoyed chapters on "scandalous mysteries and mysterious scandals" and "some hidden delights of children's literature." There's also an interesting discussion of the books critics love vs. the books that kids love.
Despite covering a lot of ground, Wild Things! is a quick, engaging read. Though there are extensive end-notes citing sources, and it's clear that much research has been done, the book itself reads like a series of chatty essays written by friends. Wild Things! is full of interesting tidbits, like the extra pupil shown on one page of Madeline, and a rather disturbing claim by Laura that Pa Ingalls may have once encountered a serial killer. There are some resources that may help those new to thinking about children's books, such as a list of publications that review children's books. But for the most part, Wild Things! is a book that's going to appeal most to people who already have a reasonably solid grasp of the industry, and at least a passing familiarity with the key players.
Wild Things! is not, however, insider-y in terms of the book blogging world. Because I've read so many posts by Betsy and Jules, there were certainly places where I could hear their distinct voices coming through. There are some fun sidebars in which all three authors briefly take on some question or author. But there is scant mention in the book of the authors' blogs themselves. The authors do muse a bit in the final chapter about the impact of cozy relationships between bloggers and authors, but for the most part they keep their emphasis on books and authors, and other people who have been instrumental in the evolution of the larger children's book world (like Ursula Nordstrom). They do include snippets of interviews with many authors and publishers, frequently backing up their own opinions with remarks from leaders in the field.
Wild Things! is strong on the defense of the importance of children's literature (and fairly strong against message-driven celebrity books). Like this:
"And with every doctor, librarian, and early childhood educator telling us that childhood's importance is without parallel, it is baffling to see their literature condescended to, romanticized, and generally misunderstood." (Page 5 of the ARC)
"Childhood is not a phase to be disregarded; the same should be said of the books children read. They deserve well-crafted tales from the people who have the talent to write and illustrate them and who take their craft seriously. Do they need heavy-handed sermons from the latest celebrity "It" girl's newest children's book? Not so much." (Page 6)
I also loved this quote from A. A. Milne:
"Whatever fears one has, one need not fear that one is writing too well for a child, any more than one need fear that one is becoming almost too lovable." (Page 192)
Wild Things! is a book about the joy and quirkiness that is the field of children's literature. It is a celebration of books and their authors, and a defense of the importance of putting the very best possible books into children's hands. Betsy Bird, Julie Danielson, and Peter Sieruta accomplish all of this by sharing stories and opinions, theirs and those of others, with the reader. Fans of children's books, be they authors, bloggers, teachers, librarians, parents, or just people who appreciate a good book, are sure to enjoy Wild Things! Recommended for adults and older teens (there is definitely content that is not for kids), and a must-purchase for libraries. Wild Things! is a keeper!
Publication Date: August 5, 2014
Source of Book: Advance review copy from the publisher
FTC Required Disclosure:
This site is an Amazon affiliate, and purchases made through Amazon links (including linked book covers) may result in my receiving a small commission (at no additional cost to you).
When it comes to writers in search of an agent, sometimes it’s really not that different. There’s a time to focus solely on craft, to learning about the industry, reading and networking. But, if this has not yet resulted in a solid, polished product to sell, why would you spend time looking for an agent to represent you?
Let’s say, however, maybe you’re like me, and you’ve been polishing, learning and preparing for quite a spell and you’re wondering if seeking an agent would be a wise next step.Take this quiz to help you decide if you’re agent-ready:
True or False?
____I have at least one thoroughly polished, market-ready manuscript and more in progress.
____I am an active member of a professional organization for writers, such as SCBWI, and follow industry-related blogs, tweets and newsletters to stay current.
____I have a good understanding of the inner-workings of the children’s publishing industry (e.g., the role of publishers, editors, agents, reviewers and authors, the editorial and submission process, how a manuscript becomes a published book, etc.).
____I have sold articles or stories to respected children’s magazines, such as Highlights for Children and/or perhaps even come close to selling a book to a traditional publisher on my own.
____I am actively building a platform via my own web site or blog, as well as social media.
____I am a member of a critique group and/or have a critique partner and/or have received professional critiques from agents or editors.
____I have gone from receiving unsigned form rejection letters to more of the “champagne” variety (personalized notes or letters offering a specific explanation as to why the editor chose to pass on my submission or perhaps offering constructive feedback or an invitation to submit more in the future).
____I understand the role and benefits of an agent, as well as my role as a client.
____I have compiled a list of the qualities and qualifications I am seeking in an agent.
____I have done marketing research to determine where my book fits in the current market and what makes it stand out from similar works. I can explain this in my “elevator pitch” (and I know what an elevator pitch is!)
____I am prepared and enthusiastic to shift from solo writer mode into the role of a professional with a business partner (an agent) so that I can pursue all aspects of a writing career.
____I understand agents, while amazing, do not possess supernatural powers and cannot be expected to read minds, make me stinking rich or fulfill every literary success fantasy I can conjure.
How’d you do?
If you answered with 10 or more “True” responses, consider seeking a literary agent to represent you.
If you answered with 6 to 9 “True” responses, you’re getting closer!
If you answered with 5 or fewer “True” responses, that’s okay. Keep writing, seeking feedback, and using this list as a guide to help prepare yourself to become agent material.
All things are ready, if our mind be so. ~ William Shakespeare, Henry V
There’s been a lot of hiding around here lately.
A blog post about ME is hiding over at Peace, Love, and Whiskers. Pop over and check it out, if you haven’t already.
The other day, I saw this…
It’s an evil, runaway, red balloon. It’s hiding under the car, waiting to roll out and get me. Mom let me walk by really fast, because she knows that balloons are trying to kill me.
And look what’s back there! Two more balloons. White ones. I know what they have planned…
I have no plans to start liking balloons, but I want to thank my friend Little Binky for sending me this lovely award. I am not afraid of it.
Do you see what else is hiding? In the grass? A feather. It’s from the birds that sit in the trees and laugh at me.
All kinds of things are hiding in all kinds of places. When I try to hide, I always get caught. The other day, I brought my tiny yellow dog and hid on Mom’s bed with it. Somehow, she found out that I was in there.
I don’t know how she does it! She’s a regular Nancy Drew when it comes to figuring things out.
When she was little, Mom was probably Nancy Drew’s biggest fan. She read every one of the Nancy Drew Mysteries, and hung on every word.
Now that she’s a writer, she hardly ever writes mysteries. She wrote one once, and when it was finished, she said, “Ugh. This thing is so lame.” And “Where’s the suspense, the red herring, the foreshadowing!?” and “Seriously? You’re back on the bed again?”
Mom might BE Nancy Drew, and LOVE Nancy Drew, but she has no plans to WRITE Nancy Drew.
Visualize this thing you want. See it, feel it, believe in it. Make your mental blueprint and begin. Robert Collier
Visualizing is an important part of a writer’s journey. Mom always visualized opening a letter of acceptance. She walked herself through every bit of how it would feel. The envelope – the weight of it, the uncertainty – that wiggly feeling in the tummy, the zipping it open – the rough edges, and the finally knowing – somebody said yes. Over and over for years and years, she saw it, felt it, and believed it. But guess what. When her first story was sold, no letter came. Her publisher called her on the phone and left a message! That being said, Mom still visualizes getting an acceptance letter. Over and over. Every detail. Every single day. She says, “This will happen.” and “It can’t hurt.” and “What is going on in that tiny brain of yours?”
I visualize, too, of course.
I see and feel and believe in tons of treats, piles of toys, long walks, and playtime that never ends. My mental blueprint shows how I will get onto the table, into the garbage, out the window, and through the door. My brain may be tiny, but it’s busy all the time. Visualizing…..
Mom likes sharing. She shares her stories with kids of all ages, every time she goes to an author visit.
She also shares her new stories with agents and editors . Sometimes she shares poems and ideas with her friends.
And Mom even shares me with the kids at the library when we work at Read-to-a-Pet-Night.
On Sundays, Mom sends my picture in to the local weather lady, who shares it with the viewing audience for Big Dog Sunday on TV.
Every Wednesday night, Mom helps me take an #idolselfie to send in to American Idol.
She thinks it’s time to share me with a bigger audience. They haven’t put me on Idol so far, but we’re hopeful.
If Mom ever gets the elusive Book #2 published, she will share with a bigger audience. Nothing, so far, but we’re hopeful.
Giving and receiving critiques on your writing is one of the most helpful and necessary parts of the process. I value my critique group beyond any other writing tools I have. They let me know what works and what doesn't, when something I thought was crystal clear is not, and when my characters are acting out of character. They offer encouragement and cheerleading.
Not only has constant critique made me a better writer, it has made me a more professional writer. When I receive notes from agents, editors, and other professionals, I am able to receive the notes with a professional calmness. I don't get defensive. I get revising.
I hope everyone who writes is able to find a group or a few trusted beta readers who can offer valuable critique, but I know that there are quite a few writers in our SCBWI region (Utah and southern Idaho) who may not even know any other writers in their community. Or perhaps they don't know how to get a group started. Or have never critiqued anyone else's work and feel inadequate.
We have joined the Kid Lit Giveaway Hop hosted by Mother Daughter Book Reviews and Youth Literature Reviews again this year to celebrate children’s book week and give away some awesome prizes. This year we are giving away two great prize packs containing four children’s paperbacks and a $10 Amazon gift card to each winner.
You can enter by going to our Facebook page and entering during May 12-18. There are over 80 other bloggers participating with lots of other prizes that include children/teen’s books, gift cards, cash and other prizes so check out the list and get your entries in.
ENTER NOW -a Rafflecopter giveaway
Recently our blogger Yamile wrote about including diversity in our books for children. One of her great points was to make the character of ethnicity the hero or heroine rather than the sidekick.
I'd like to continue with that topic as I am currently working on a picture book to help young children understand how to approach people with physical disabilities.
There aren't a lot of books that include differently abled leads, but (UCW's own) Julie Daines' book, "Unraveled" offers young readers a heroine whose legs are crippled. Daines said that she wanted to provide a love story without the perfect princess-type heroine.
Frankly, I'm surprised there aren't more heroes and heroines with such issues. Not only does it increase understanding of diversity in readership, but in the most clinical of writing terms, it can be very useful to the drama of the story as it adds another layer of difficulty with which the character must contend.
Another tough, but useful, subject is long-term illness in children.
Lupus is a topic dear to my heart (in the interest of full disclosure, I am the board chair of the Lupus Foundation of America, Utah Chapter). And I get to interact with some of our youth who are dealing with this disease. They are bright, enthusiastic, and overburdened--trying to balance the regular social interactions and school with fatigue and other health-related complications.
Lupus causes flares and remissions of widely variable time frames--sometimes within the same day. This is difficult for a lot of adults to understand. But kids are often labeled by their peers as "fakers"; symptoms ebb and wane, affecting different parts of the body at different times, and fatigue is always lurking in the background.
So, while I add a rousing cheer to Yamile's great post and remind you, our UCW blog readers, to consider diversity of all kinds in your lead characters, allow me one latitude (I promise to only take the blog sideways ONCE this year):
Tomorrow is the Walk to End Lupus Now in Salt Lake City's Liberty Park.
I invite you to join us. Walk. People watch. And see some really heroic characters.
Today’s 5 words are about rest.
1. Couch-Nap – I like a good couch-nap. When Mom leaves me alone, the couch is my napping area of choice. Also the floor, my bed, the rocking chair,
and the butterfly rug in the bathroom.
2. Street-Nap – In the summer the asphalt in my neighborhood gets blazing hot. Those are the perfect days for a street-nap. I lie on my belly and my side and sometimes I flip over and squiggle around like a wiggly worm.
3. Laziness – Mom has been kind of lazy lately. She hasn’t been sitting at her computer and talking to herself! That means no writing in a few days. I thought she was a “full-time” writer. This week, she’s been a writer at rest.
4. Excuses – She makes excuses like, “I have an appointment.” and “I’m swamped. It’s a super-busy day.” and “How can I write if you drink all my coffee?” I can make excuses, too. “You left your cup right where I can reach it.”
and “I couldn’t decide which toy to play with.”
and “I was lonely eating in the kitchen by myself.”
5. Back-on-the-horse – Yesterday, Mom sat at her computer and said she was getting back on the horse. I have never seen a horse. Mom saw one in Manhattan and showed me the picture. It looked like a big dog. A really, really, REALLY big dog. I hope she doesn’t love that big guy more than she loves me.
Aerodynamically, the bumble bee shouldn’t be able to fly, but the bumble bee doesn’t know it so it goes on flying anyway.
Mary Kay Ash
I would like to fly. Sometimes, I fly around my house – from the floor to the bed and from the ottoman to the sofa and from the chair to the door.
But I’m not allowed to fly outside. If I could, I’d fly up into the trees to catch birds and squirrels.
They are up there laughing at me, so flying would come in handy to put a stop to that.
Mom writes picture books. But sometimes, she goes outside her comfort zone to write other things. Once she wrote a non-fiction story, but she hated it – ALMOST as much as she hated doing the research for it. She said, “This is too much like work.” and “I dread writing time.” and “You cannot climb a tree – you’re a dog, not a bear.”
Last weekend, Mom wrote a song. Her friend needed a little pre-k song for graduation, so Mom made it up and sang it out loud to herself over and over and over and over and over. She said, “That was easier than I thought.” and “I didn’t know I could write a song.” and “You cannot climb a tree – you’re a dog, not a bear.”
Sometimes we need to go out of our comfort zones and TRY to see what we really can do. Mom is no Paul McCartney, but she wrote a song. I may not be a bear, but if Mom would unclip my leash for 5 seconds, I think I can climb a tree. After all, bumblebees fly….Display Comments Add a Comment
With Easter around the corner, this book will be a welcome addition to your loved ones library.
This is the third book in the Billy and Monster series and it has gotten about 48 glowing reviews on the Amazon website.
Before I reveal how you can enter to win a signed copy, let’s find out what happens with Billy and Monster in this Easter edition.
Billy and Monster love all the holidays as they get to spend quality time together. However, their best holiday is Easter as they get to eat their favorite food…CHOCOLATE!
This year, they’re spending Easter with Grandma Chocalicious who loves Chocolate even more than Billy. She’s an expert at making chocolate cake, chocolate waffles and even chocolate pasta.
This year Grandma Chocalicious has made a pyramid of Easter eggs for her party on Easter Sunday. Billy and Monster want one of the Easter eggs but Grandma says they have to wait till Easter Sunday.
What happens when Billy and Monster tip toe downstairs and the pyramid of Easter eggs comes falling down?
For a chance to find out what happens simply click the link below and you could very well have your signed copy just in time for Easter.
Today, Mom and I are counting down about advice.
Advice I Get
3. Be Quiet – Mom says this word when the mailman comes. Ditto the FedEx and UPS guys. She clearly does not know these people are here to kill me. I must sound the alarm.
2. Don’t pull – Mom tells me this word when I am smelling delicious things outside, and checking my pee-mail. She clearly does not know that if I don’t quickly eat the goose candies in the grass, one of my dog friends might get them and I will miss out.
1. Fetch it – It took me a long time to understand this advice. I finally learned what it means. For any of my friends struggling with fetching, the secret to it is the bring-back. Do not get the ball, bring it on the couch, and try to hatch it like an egg.
That is apparently not fetching. Bring it back to Mom and GET A TREAT. That’s fetching.
Advice Mom Gets
3. Add Conflict – People don’t like conflict. Especially Mom. But in a story, conflict is good. So are suspense, action, problems, unexpected obstacles, surprises, and other kinds of trouble. I like trouble.
2. Find Your Voice – Each time she starts a new story (at least once a month), Mom has to find her picture book voice. Voice helps the book sound unique and different from other books. Voice shows Mom’s characters looking at the world in their own special way.
1. Focus on Character – Mom usually writes stories that are plot, plot, plot. Lately, she is trying to take the advice she’s received about developing character, character, character. Susanna Hill’s Picture Book Magic class helped her a lot with that. Now Mom can get to know her characters before they start living in her story.
Speaking of living, two of my bloggy friends gave me the Sunshine Award, recently. I think it’s the perfect time of year for this award, since the snow is finally gone, and any minute now, the sun will shine and I will take a street nap.
A big, sunny thank you to Collies of the Meadow and The Squeak Life for sharing this prize with me. If you feel like you need a smile, visit them. They’re a guaranteed giggle. And if you want to celebrate the sunshine, take this award and post it to your own blog.
Spring is almost here. I mean it’s here on the calendar, but in real life, not so much. Mom and I look for flowers outside, but we’re not seeing a whole lot.
The grass is still kind of brownish and slime-ish in spots. And the wind still turns my ears upside down.
Also, the rain has Mom bringing out my raincoat every couple of days. April showers and all that….
Real, actual spring – street nap spring – takes longer to happen, I guess.
Stories take longer than expected sometimes, too. The calendar says we’re 10 days into the month, but we’re not seeing much of Mom’s April manuscript. The idea is still brownish and slime-ish, and wind and rain in Mom’s head are slowing down the progress. Her ears aren’t upside down or anything, but I’m hearing an awful lot of “Here we go.” and not an awful lot of, “Yay. I’m finished.”
I think the rain wetting the soil and the wind flying the seeds all around are putting down the groundwork for the real season.
Like the rain and the wind, mind-writing and planning are putting down the groundwork for Mom’s story. The daffodils are starting to pop. I hope Mom’s story will pop soon, too.
(If using Rafflecopter, set your widget to end on MAY 19th at 12:00am)
If your prize consists of a book, it must be one appropriate for children/youth under the age of 18. You can also offer an Amazon gift card, a credit at the Book Depository, or PayPal cash as a prize (minimum $10) in conjunction with a book OR in lieu of a book, but your post MUST discuss children’s books or literature. Links to posts just offering a gift card or cash with no mention of children/teen’s books or literature will be removed from the linky list. If unsure, email me!
Your post must contain the following information (clearly visible):
The event button, links to hostesses, and linky code will be emailed to you on Monday, May 5, 2014.
Please send me your direct URL once your post goes live, or if possible you can send me your permalink ahead of time. Failure to send me your link within 24 hours of the start of the Giveaway Hop will result in the removal of your link from the linky. If you send me the direct link after the 24 hours deadline, it will be added to the bottom of the list.
To enter the Giveaway Hop, you simply have to enter the home page of your website followed by the country restrictions (i.e., Who can enter? US; US/CAN; WW; other). Once your post is ready you can send me the permalink as described above.
The linky will close and no additional links will be accepted.
We need YOUR help in spreading the word about the Kid Lit Giveaway Hop. You are certainly not required to do anything other than sign up if you wish to participate, but we would sure appreciate your help by either posting about the sign-ups, tweeting about it, or sharing the information within your circles or even popping the event button up in your sidebar. We are also happy to provide you with the full post HTML code if you would be willing to post about this sign-up. Just email Renee @ Mother Daughter Book Reviews. The more sign-ups the better for all of us!
Please feel free to contact either Renee [renee (at) motherdaughterbookreviews (dot) com] or Katie [YouthLitReviews (at) live (dot) com]. We are here to answer any questions you may have.
You will be asked to enter the title you want displayed in the linky list (please add country restrictions in brackets), a link to your home page (or direct URL if you have it), and your name and email address.
Mom has two author visits coming up. One this week and one next week. Both are call-backs, so she kind of knows what to expect. One thing she expects is fun! Rejection is the downside of writing. School visits are the upside AND her most favorite thing about being an author. Bar none.
Fifth graders and college students make for very different visits, which means Mom will pack up her school visit stuff TWICE. I love when Mom packs up her bag.
Sometimes there are candies in there. Or gum. Or tissues. And sometimes stuffed toys, depending on where she’s visiting. I ALWAYS check the bag out, just in case.
Once I found (and ran with) a smaller bag from inside the bigger bag. It had a fork, a beanie baby, a paintbrush, and a baseball inside. Mom said, “I need them for a game.” and “You wouldn’t understand.” and “Eeeewww. They’re slimy with dog spit!”
Although I love the bag, I hate the leaving. Why does every upside need a downside? When Mom says, “I have to go,” I hear the word GO and head for the door.
She says, “Not this time.” and “I’ll be back in a little while.” and “Do you want a treat?” which is EXACTLY what I want. And that’s how the downside becomes the upside again.
ALSC and the University of Minnesota Libraries, Children’s Literature Research Collections (CLRC) would like to remind the public that tickets for the 2014 May Hill Arbuthnot Honor Lecture featuring Andrea Davis Pinkney are available.
The lecture, entitled “Rejoice the Legacy!,” will be held at 7:00 p.m. on Saturday, May 3, 2014 at Willey Hall on the campus of the University of Minnesota. Doors open at 5:30 p.m. A reception and signing will follow the event. Required tickets are free for the lecture and must be obtained through the University of Minnesota website. To learn more about acquiring tickets, please visit the 2014 May Hill Arbuthnot Honor Lecture website.
The May Hill Arbuthnot Lecture is sponsored by ALSC. The lecture title honors May Hill Arbuthnot, distinguished writer, editor and children’s literature scholar. Each year, an author, artist, critic, librarian, historian or teacher of children’s literature is selected to prepare a paper considered to be a significant contribution to the field of children’s literature.
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2014 May Hill Arbuthnot Honor Lecture With Andrea Davis Pinkney
University of Minnesota Libraries, Children’s Literature Research Collections
Saturday, May 3, 2014 from 7:00 PM to 9:00 PM (CDT)